Learning Segment (WWU Education Department General Lesson Plan Format) Teacher Candidates Name: Grade Level: K-2nd

Briana Chapman Life Science & Art Animal Colors and Shapes Date of Lesson: 4/23/2012 3

Subject:

Lesson Plan #:

Lesson Title: (Big Idea, Essential

Question, or Theme)

Common Core State Standards: WA State Academic Content Standards & Learning Objectives: (Include EALRs, Performance
Expectations, and/or GLEs found in WA State Standards.) EARL 4: The student makes connections within and across the arts to other disciplines, life, cultures and work. K-1 LS1B: All plants and animals have various external parts. K-1 LS3C: External features of animals and plants are used to classify them into groups

Academic Language: (Select terms, symbols, and phrases that are critical to students understanding of
instruction and list them here.)

Camouflage, colors, purpose, rhomboid, shape, classify Learning Activities: (Your instructor will choose a model of instruction based on your discipline. As you write,
consider how activities connect with Learning Objectives. Write specifically what you and the students will be doing all the way through the lesson, beginning with an engaging activity and concluding with the homework assignment or other closure. At the end, include information on how you will collaborate with students families to support learning, including sending information in the home language and giving families a way to contact you.)

1. I will use the Animals Colors and Shapes video provided online at Discoveryeducation.com, to introduce common colors and shapes in the animal world. After watching the program, I will ask students to share examples shapes they have seen. What body part of most animals is circular? What animals have triangles? What animals have rhomboids? 2. I will talk and ask about the students' favorite animals. What colors can be found on them? Discuss some of the purposes of color in the animal world. Why are the feathers on most male birds bright colors, while female birds have gray or brown? How do some animals use color to stay hidden? Why are some snakes brightly colored? 3. I will then show the class print images of animals. Talk about the different colors and shapes of these animals. Tell students that they are going to create pictures of animals with different shapes. They will also draw a picture of the animal's habitat. 4. I will demonstrate using a print image as an example. Talk about the animal. What kind of environment would you expect to find this animal in? Have students describe where this animal might live. Does it live in a desert or a forest? I will tell them to use crayons, quickly draw the environment on a piece of white construction paper. Next, talk about the different shapes students might see on the animal. What shape are its ears? What shape is its body? Use different size construction-paper shapes to create the animal. Arrange the shapes on the background habitat, being sure to tell students that you will not use glue until it looks the way you want it to. Finally, glue the shapes on the background habitat. Demonstrate using crayons to make additional lines that should appear (such as whiskers) on the animal.

5. Making sure that students understand what they are supposed to do, give them print images of animals and tell them to choose one to copy for their picture. Have them first draw the background habitat and then use the paper shapes to make their animal. Check student work before allowing them to glue their animal shapes to the background. 6. Once students have finished their pictures, ask volunteers to share them. Talk about the shapes they used. Discuss the colors of the animals. Ask about the animals' habitats. Does the color of the animal help it blend into its habitat? Display the finished pictures in the classroom.

Grouping Students for Instruction: (Include group size, mix of cultural, gender, SES, learning styles, etc.
as appropriate. ELL and IEP grouping placements must be considered carefully in writing.)

Individual work will be done regardless of size, culture, gender, SES, learning styles, etc. Instructional Materials, Resources, and Technology: (Include all resources needed for the lesson
including copies of materials for students to complete.)

Animal Colors and Shapes video Crayons or Markers White construction paper, 1 sheet/ child Print resources with images of different animals Colored construction paper cut into different sized triangles, circles, squares and rhomboids Stick Glue

Assessment Tools and Procedures: (How will you know the students have achieved each learning target?
Attach blank copies of assessment materials used in your lesson AND BE SURE TO COLLECT AND SAVE THOSE STUDENT-COMPLETED ASSESSMENT PAPERS FOR TASKS 3 and 4 of the TPA.)

I will use the following three-point rubric to evaluate students' work during this lesson.

Three points: Students were highly engaged in class discussions; were able to demonstrate a clear understanding of the purposes of color in the animal world; and correctly used different shapes to create unique and colorful pictures of animals that clearly identified where the particular animal lives and accurately portrayed what it looks like. Two points: Students participated in class discussions; were able to demonstrate a basic understanding of the purposes of color in the animal world; and mostly used the correct shapes to create somewhat unique and colorful pictures of animals that vaguely identified where the particular animal lives and generally portrayed what it looks like. One point: Students participated minimally in class discussions; were unable to demonstrate a basic understanding of the purposes of color in the animal world; and created incomplete pictures that did not clearly identify a particular animal and demonstrated a lack of understanding about what shapes might identify the animal they had attempted to create.